An investigation into Renaissance Explorers.
Après avoir étudié l'impact positif et négatif du tourisme de masse sur les sites touristiques, les élèves de classe 9 ont réfléchi sur leur lieu de vie. Ainsi, ils ont expliqué leur point de vue si un parc d'attraction de type Disneyland se développait dans leur environnement quotidien ou de vacances (quartier, village ou ville).
The Year 9s have been investigating the concept of revolution. Part of this was to look at political revolutions and particularly the French Revolution. Below is a description of the source based assignment and below that are examples of two pieces of student work.
Class 9o have just completed two interrelated units of inquiry on "RENAISSANCE, REFORM AND REINVENTION" and "THE AGE OF GLOBAL ENCOUNTERS".
The students learned about a period of human history lasting over 300 years (c. 1450-1750), a changing world which emerged with advances in anatomy and other scientific disciplines, the breaking of 'rules' and customs to further knowledge of ourselves, our planet Earth and our solar system; the development of mathematics and astronomy, the rediscovery of the knowledge and learning of ancient Greece and Rome and the roots of modern banking and capitalism. The period also saw the 'discovery of a New World' which opened up a highway of trade and exchange across the Atlantic Ocean which was to cause far-reaching demographic and economic change through resource acquisition and trade in goods and human beings (human trafficking - known as the Slave Trade). The impacts of these changes reverberated through the African continent and the Middle East as human beings across time and place became more interconnected than ever before - a forerunner to the modern notion of globalisation.
At the end of these two units of inquiry the students were required to research into a technical advancement that was part of, and had an impact on, this changing world.
The resulting assessment was to come up with a design for a magazine cover for our RGE magazine. A magazine cover which has an authentic ring to it and provides an accurate snap-shot of the research behind it.
Year 9s created a layered map on Google My Maps to show the departures from Geneva on the 6th March 2018. There are 10 different layers on the map and the learning intentions was for the students to understand the concepts of networks, including nodes and links, and global interactions.
In the Industrial Revolution unit, the students created a collaborative powerpoint to help discover which inventor was the most important to the Industrial Revolution. Each student studied a different inventor and displayed the information that would help others decide if the inventor was more important than others. Using the presentation, students had to persuade the class to choose their inventor over others and eventually we decided that George Stephenson, the inventor of the railroad, was the most important to the revolution!
9o have been investigating the impact that the Industrial Revolution had on the textile industry and how this in turn created hubs of development. To do this the students studied Arkwright to learn how he could manipulate water sources to power his factory. The students explored Arkwright's factories by using 360 degree photographs. Below is a series of photographs showing the students using the virtual reality googles.
The final rotation group in Year 9 have been designing a route from Southampton to Cape Town. While the task sounds simple there are a few parameters to design within and to make the task challenging. The Year is 1937 and the students could only land in allied nations. They were using a flying boat and therefore they had land their planes on water. The students were also given a maximum distance before they had to refuel and they could only fly in daylight hours. The students recorded their route using the online mapping tool ArcGIS and then recorded their reasoning why they chose to stop in certain places as a story map journal. Examples can be found below:
Dans le cadre du cours sur les Grandes Découvertes, il a été demandé aux élèves d'inventer un personnage (un marin, un prêtre, un conquistador) ayant participé à l'une des expéditions. Ils devaient ensuite rédiger une lettre qui décrive les conditions de vie et les difficultés rencontrées durant leur périple.
Certains ont pris place dans l'expédition de Jacques Cartier à la découverte du Saint-Laurent, d'autres ont enfilé l'armure d'un conquistador accompagnant Pizarro à la conquête du Pérou, certain ont même fait le tour du monde à bord d'un des bateaux de Magellan !
Je vous invite à vous embarquer avec eux à la découverte du monde. Bonne lecture !
Students formalised their research on an appropriate holiday destination for geogalot by developing a lucidpress magazine. The key purpose of the article was to develop further the justifications of why the destination, accommodation and activities were chosen.